专题09 阅读理解之议论文(高考真题+名校模拟)-备战2025年高考英语名校模拟真题速递(新高考专用)

备战2025年高考英语名校模拟真题速递(新高考专用)

第一期

专题09 阅读理解之议论文(高考真题+名校模拟)

（2024年新高考I卷高考真题）Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content.

When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.

The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.

But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.

Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.

1．What does the underlined phrase “shine through” in paragraph 2 mean?

A．Seem unlikely to last. B．Seem hard to explain.

C．Become ready to use. D．Become easy to notice.

2．What does the shallowing hypothesis assume?

A．Readers treat digital texts lightly. B．Digital texts are simpler to understand.

C．People select digital texts randomly. D．Digital texts are suitable for social media.

3．Why are audio and video increasingly used by university teachers?

A．They can hold students' attention. B．They are more convenient to prepare.

C．They help develop advanced skills. D．They are more informative than text.

4．What does the author imply in the last paragraph?

A．Students should apply multiple learning techniques.

B．Teachers should produce their own teaching material.

C．Print texts cannot be entirely replaced in education.

D．Education outside the classroom cannot be ignored.

 

（2020年新高考II卷高考真题）In May 1987 the Golden Gate Bridge had a 50th birthday party. The bridge was closed to motor traffic so people could enjoy a walk across it. Organizers expected perhaps 50,000 people to show up. Instead, as many as 800, 000 crowded the roads to the bridge. By the time 250,000 were on the bridge, engineers noticed something terrible：the roadway was flattening under what turned out to be the heaviest load it had ever been asked to carry. Worse, it was beginning to sway（晃动）. The authorities closed access to the bridge and tens of thousands of people made their way back to land. A disaster was avoided.

The story is one of scores in To Forgive Design：Understanding Failure, a book that is at once a love letter to engineering and a paean（赞歌）to its breakdowns. Its author, Dr. Henry Petroski, has long been writing about disasters. In this book, he includes the loss of the space shuttles（航天飞机）Challenger and Columbia, and the sinking of the Titanic.

Though he acknowledges that engineering works can fail because the person who thought them up or engineered them simply got things wrong, in this book Dr. Petroski widens his view to consider the larger context in which such failures occur. Sometimes devices fail because a good design is constructed with low quality materials incompetently applied. Or perhaps a design works so well it is adopted elsewhere again and again, with seemingly harmless improvements, until, suddenly, it does not work at all anymore.

Readers will encounter not only stories they have heard before, but some new stories and a moving discussion of the responsibility of the engineer to the public and the ways young engineers can be helped to grasp them.

"Success is success but that is all that it is," Dr. Petroski writes. It is failure that brings improvement.

5．What happened to the Golden Gate Bridge on its 50th birthday?

A．It carried more weight than it could.

B．It swayed violently in a strong wind

C．Its roadway was damaged by vehicles

D．Its access was blocked by many people.

6．Which of the following is Dr. Petroski's idea according to paragraph 3?

A．No design is well received everywhere

B．Construction is more important than design.

C．Not all disasters are caused by engineering design

D．Improvements on engineering works are necessary.

7．What does the last paragraph suggest?

A．Failure can lead to progress. B．Success results in overconfidence

C．Failure should be avoided. D．Success comes from joint efforts.

8．What is the text?

A．A news report B．A short story.

C．A book review D．A research article.

 

（2024·四川达州·二模）“I spilled soup all over the table, but it wasn’t my fault”. “I got into trouble at school, but it wasn’t my fault.” Such statements are often heard. “It’s not my fault” is actually a common response for so many people and especially teenagers. Parents complain that they’re tired of the “excuses”.

The reason why variations of “it’s not my fault” are so popular is that they get us out of guilt, blame and anger. Those emotions may come from others’ reactions or our own self-talks. In the case of adolescents, they are often trying to escape responsibility and punishment for mistakes.

Some teens would benefit from decreasing their self-blame. Those who blame themselves for things that they can’t control tend to be highly self-critical and are more likely to be anxious.

Many teens overly rely on “it’s not my fault”. However, overuse of the phrase can result in feelings of helplessness to control their own lives. Besides, “it’s not my fault” focuses a teen’s attention on what is done as opposed to what needs to be done. In trying to get them to assume responsibility, many parents attempt to convince their children that something is their fault, but the approach tends to be ineffective. A more effective approach is to face up to drawbacks to find solutions to the drawbacks actively.